Problem-based learning (PBL) is linked to developing learners' creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.